Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Year 5/6 Time: 10:15-12:00 Date: 19.10.2018 Students’ Prior Knowledge:

Learning Area:  What renewable energy is.

Physical Science and Design & Technologies
 How renewable energy is used.
 Different types of renewable energy.
 The design, structure, function, and
technicalities of a wind turbine.
 Able to work with students

Strand/Topic from the Australian Curriculum:

“Building a Sustainable Wind Turbine Prototype”

The design and production of a turbine shows the different

components of a turbine and the equipment used to make
the design (e.g. foundation, tower, nacelle, rotor, blades)
(WATPPS30), plus the characteristics and properties of the
chosen materials and tools to build the turbine.
(ACTDEK023)

General Capabilities (that may potentially be covered in the lesson)

Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative thinking behaviour Social understanding
competence
Cross-curriculum priorities (may be addressed in the lesson)
Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Asia Sustainability
histories and cultures
Proficiencies:(Mathematics only) N/A
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

 Differentiate between the parts that form a wind turbine
 Recognise how a wind turbine moves to generate energy
 Communicate with other students to complete a model of a wind turbine

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

 Set the desks up so that they are in the shape of a
square using four desks
 All supplies need to be collected from the students
and placed on the supplies table (front of room)
 The supplies should be separated by what kind of
material they are
 Students with a language based learning
disability will require that the design is briefly
read aloud and checked for their
understanding

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  Set out liquid glue and scissors on the supplies
table
 Have copies of the groups designs on their table
groups. 2 copies (1 copy per 2 students)
 A copy of the design brief should be on each table
 Set up the fan at the back table and plug into the
wall
 Pull up time lapse video of wind turbine on
YouTube (link in motivation and introduction)
 Student with dysgraphia will need to be
partnered with some students who are patient,
helpful, and willing.
 Students with executive functioning will need
to be monitored for their time management
and actions, such as organisation or
strategizing, while constructing their wind
turbine
 Children who finish early are able to go read
wind turbine books in the reading corner

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
A checklist will be used to determine:
 If the wind turbine is able to stand and if the rotor is able to turn the blades.
 If the rotor moves when wind is blown onto the turbine.
 Did the students work collaboratively to construct their turbine?
 What was difficult for the students?
 Was the activity helpful and useful?

Teacher self-reflection and self-evaluation:

Lesson Reflection
 Who did/ did not achieve the determined outcomes and why?
 What areas of the lesson could be improved? Describe any improvements that could be made
 What will be the instructional focus for future lessons?
 Examine all aspects of lesson.

Teacher Self- Reflection

 What did I do that worked well in the lesson?
 What aspects of my teaching could be improved upon?

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Resources/References
Time Motivation and Introduction:
Align these with the
10:15 1. Ask all the students to move their place on the mat. segment where they will
be introduced.
“Can I have everyone sit down on the mat so that we can begin our
fun packed activity about wind turbines?”

2. Review previous knowledge

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 “Who remembers what renewable energy is and which renewable
energy we are looking at?”

“What did we learn about last Wednesday pertaining to renewable

energy?”

“Who all remembers that we discussed the operations of a wind

turbine and how it converts energy?”

“Can you tell me the five main structural elements that make up a
turbine?”
¶ List the part on the whiteboard and then draw what a turbine
looks like Whiteboard and pens
¶ Remind them of the designs they drew of their own turbines
¶
3. Engage and motivate students

“Now I am going to show you all a video about how the parts of the Time Lapse of Turbine
wind turbine is constructed.” Construction

“I want you all to watch carefully and observe one thing that you see.
After the video I will call on a few of you and I will want you to tell me
something you noticed in the video about how the turbine was built or
the structure of turbine, or the different parts of the turbine.”

Show the students the time-lapse video of a wind turbine being built

After video, call on 4 students to have them share their observations

on the structure, parts, or design of turbine.

Announce to class that today is the day when they are going to bring
their designs of their own turbines to life and make the turbine
prototypes

Lesson Steps (Lesson content, structure, strategies & Key Questions):

10:25 4. Give students overview of what the objectives are for their work time
and how they should be using their time.

“It is important the I have everyone’s attention so that you all know
what you are doing today.”

“Today you will be working with the same groups of 4 who you
worked with to design your wind turbines. I have set out each of your
designs on the table groups so you all know where you are working.”

“The goal of today is that you all will make your designs on paper
come to life through building a prototype.”

“I am giving you all 1 hour to build your prototypes so you will have
enough time to build, but you still need to be working efficiently and
effectively.”

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5. Give students explicit instructions about the materials and building
their wind turbines

“In the front of the room I have placed all the materials and tools you
are able to use when building your turbine. First there is cardboard,
play-doh, popsicle sticks, pipe cleaners, paperclips, glue and
scissors. When taking the materials make sure you only take what
you think you will need. We do not want to waste any of our
materials.”

“When I release you all to go to your table groups you will need to
decide as a group what materials you want to use/will be best to build
your wind turbines.”

“I will call one group over to the materials table at a tie and give each
group two minutes to collect the materials they want to use.”

“Once you have collected your materials your group will split into two,
and two students are going to build the foundation and tower, while
the other two students build the nacelle, rotor, and blades.”

Ask students what parts of the turbine they are making. Students
should be able to give all 6 parts of the turbine.

Ask students which part of their turbine needs to move/ turn.

“When building your turbine, you must keep in mind that is has to
spin. So what part of the turbine moves?”
Students: “the blades, which are controlled by the rotor”

“Exactly, so for the group building the nacelle, rotor, and blades they
need to make sure that the needs to make sure the rotor is able to
move so that the blades can move.”

“Now if one partner group within your groups finishes early then
they can work with the other partner group to help them finish their
half.

“When all components of the turbines are completed then the two
groups will combine their parts to make their turbine whole.”

“Once your wind turbine is completely put together your group is to

raise their hands and I will come over to see your model and take it
over to the testing area.”

“Over at the back table I have set up a fan and that is how we are
going to test your turbine.”

“You will place your turbine in front the fan and I will turn the fan on,
which symbolizes a windy day that would make your wind turbine
move. If the blades of the turbine move and your turbine stays

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 standing, then your group has been successful in creating a wind
turbine. If the turbine does not stand or the blades move then your
group will have to go back and fix a certain aspect of your turbine to
make it function properly.”

6. Check for understanding of activity and directions.

“Does everyone understand what their task is?”

10:40 7. Dismiss students by their groups

“Now that you are in your table group you have 5 minutes to decide
what materials you are going to use to construct your turbine. Also
your group needs to decide which people are building the foundation
and tower and then the nacelle, rotor, and blades.”

8. Call the quietest group up to collect their materials and monitor how
10:45 much of the materials they are taking.

“Once your group has materials then you can begin to build your
turbine.”

9. As the children are working the teacher needs to be monitoring the

work of the children.

10. Go to each group and work with them to make sure they are on the
10:55 right path. Ask them questions that prove to you (the teacher) that
they can tell the different parts of a turbine and recognise which part
of the turbine moves. (Should be spending 5 to 10 minutes with each
group) Paper and Pen
Key Questions
“Can you tell me which part of the turbine you are building and why it
helps the turbine? What function does the part you are building serve
for the rest of the turbine?

“Who is building the rotor and blades? How are you constructing the
turbine so that the rotor is going to make the blades move?

Take notes on how the children are working together.

11. Encourage students to continue collaborating with their group

partners.

12. When a group finishes the teacher needs to test the turbine by
placing it in front of the fan.

If turbine is successful, then tell the students good job and tell them to
tidy up their work area.

If the turbine is a failure, then talk with the students and help them to
generate new ideas about what they can do to make their turbine
successful.

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 13. Students that finish early are able to read the books in the reading Energy Island by Allan
corner about wind turbine and renewable energy Drummond
Wind Energy: Blown Away
by Amy S. Hansen

11:50 Lesson Closure:(Review lesson objectives with students)

1. After all students have successfully built their turbines, get all the
students attention and tell them to to finish tidying of the room. All
supplies, tools, materials, and books need to be put back in their
proper place.
2. Then have all students move back to sitting on the mat.
3. Ask three students what their favourite thing was about building the
turbine.
4. Have a small discussion with the students about the recap of building
a wind turbine. Questions should be geared towards the learning
objectives.

“Who can tell me all 6 parts of a turbine?”

“Which part of the turbine moves so that energy can be generated?”
“Now tell me how working in a group went.”

5. State how impressed you were with the work of the students and tell
them all the amazing jobs they did and mention that tomorrow we will
have a class exhibition.

12:00 Transition: (What needs to happen prior to the next lesson?)

Now allow children to grab their lunches, hats, and jumpers to get ready for
lunch.

Line the students up and take them down to the lunch room.

Assessment: (Were the lesson objectives met? How will these be judged?)

The teacher will have assessed the students understanding when they go
around to each group and ask questions and also when questions are asked
in the lesson closure pertaining to the lesson objectives.

The turbine prototypes will demonstrate if the students understand the

separate parts of the turbines and if they understand how the turbine moves
to generate energy.

Assessment checklist
1. Students are able to identify the different parts of their turbine when
they explain their design in the class exhibition. (Objective 1)
2. During the group’s presentation of their turbine in the class exhibition Checklist for
the students will answer the question, “which part of the turbine Assessment
moves so that energy is being generated?” (Objective 2)
3. While the students are building the turbines the teacher will observe
how the students worked with each other. Refer to notes taken during
lesson.

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